Teaching objectives and demands:
1. Words and expressions:
Advertising; advertisement; firm; legend; comment; typist; express; satisfaction; product; description; boring; bring in; humour; humorous; advantage; hand in hand; umbrella; board; poster; gift; aeroplane; jokingly; try out; review; researcher; failure; microcomputer; viewer; translation; handsome; telegram; companion; blame; freeway; housewife; librarian; luggage; tense; fragile; insert; split; sincerely
2. Daily expressions in communication (agreement and disagreement):
I agree with Bob.
I am afraid that I can’t agree with you.
3. Grammar: Revise the use of past participle.
4. Language use: The students are supposed to learn something about advertisement, how they are produced and the function in the commercial society.
Lesson 17
Teaching procedures:
Step 1. Revision
Check the homework exercises.
Step 2. Presentation
SB Page 25, Part 1. Find out how much the Ss know about advertising.
Where can you find advertisements? (On TV, radio, Internet, in newspaper, magazines, concert, cinema, station, bus, balloon, board on roadside, etc)
Why do companies advertise? (increase their products; reduce the price)
Do you watch advertisements on TV?
Which are your favorite advertisements?
Step 3. Listening
Now listen to the dialogue and find out this information:
① How many people are there in the discussion? (Four)
② What were they talking about? (How to produce an advertisement)
③ Whose ideas for the advertising program are the best? (Bob’s ideas)
④ What’s the final decision? (To use the customers comments)
Step 4. Reading and explanations
Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think.
1. secretaries and typists: A secretary is usually paid more than a typist. A secretary, in addition to doing typing, may be asked to arrange a manger’s appointments, to take notes during meeting and so on.
2. express their satisfaction with the product+ to say that they are happy with the quality of the product they are using.
3. Do you think so?= A [polite way of disagreeing with someone.
4. produce an ad: ad, short for advertisement.
5. the biggest computer producers = the biggest computer manufacturers. .
6. We can photograph them using it too. = While they are using the computer, we will take photography of them.
7. Then they can express their satisfaction with the product. 這樣，他們就可以表示他們對這種產(chǎn)品很滿意。
express their satisfaction with 表示對……滿意。
The teacher expressed her satisfaction with their scores. 對他們的成績表示滿意。
c.f. satisfy, satisfied, satisfactory, satisfying
See Revision book Page 177. (①)
a satisfying meal/result
It's an immensely satisfying job.
It is very satisfying to know that the project was a success.
8. So what exactly are you suggesting? 那么，你到底想建議什么呢？
現(xiàn)在進(jìn)行時和過去進(jìn)行時有時代替一般現(xiàn)在時和一般過去時，表示一種稱贊、厭煩等感情，常和副詞 always，constantly，continually等連用。如：
He is constantly leaving his things about. 他老是把東西亂扔。（表示不滿）
Bob is always making things. 鮑勃總是制造東西。（表示贊許）
You are always thinking of others. 你總是考慮別人。（表示稱贊）
The boy is always making trouble for me. 男孩老愛和我搗亂。（表示不滿）
He was forever complaining about something. 他老是怨這怨那。（表示厭煩）
9. 短語動詞bring in意為引入，增加，請來參加，收獲（莊稼）等。如：
Tea was brought in, but no one touched it. 茶被送上來，但沒有人碰它。
It is my own act. Why do you bring my mother in?
這是我自己的行為。為什么你把我媽媽扯進(jìn)來？
We can bring in some humour too. 我們還可以引入一些幽默。
Farmers in the south have also brought in good crops. 南方的農(nóng)民們也取得好收成。
▲含有bring的短語動詞還有bring up（撫養(yǎng)大，教養(yǎng)），bring down（使倒下，擊落），bring about（引起，造成）, bring out （出版，顯示）。如：
She brought her children up to be considerate of others.
她教養(yǎng)孩子們對人體貼。
The wind brought down a number of trees. 風(fēng)刮倒一些樹木。
He brought the deer down with one shot. 他一槍擊倒鹿。
It brought about a great change in the life of Mr. Polly. 它給波利先生的生活帶來很大變化。
（See revision book P177 ④）
10. produce an advertisement for
have comments on sth from sb
give a description of
bring in some humor
do some telephone interviews with sb.
Step 5. Practice
SB P25, Part 2.
Agreement:
Of course/ That’s true/ Right./I agree./ I think so.
Disagreement:
Do you really think so? /I don’t agree with you./I don’t think that… / I’m afraid I can’t agree with you.
Step 6. Consolidation
WB Ex.1.
Step 7. Workbook
Workbook Lesson 17, Exx.2.
Homework
(1) Finish off the exercises of Lesson 17 in the workbook.
(2) Preview the next lesson if the students have time.
Lesson 18 Advertising (1)
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson17.
Step 2. Pre-reading discussion
Get the students to discuss the “What’s the feature of a good ad?” according to their knowledge. The students are divided into groups of four, and they are told to form a collective opinion of the group. Pick out some students to report to the class their result of their discussion.
(some information; humor and interest; attract reader’s attention);
Step 3. Skimming
Now get the students to read the text and answer the following questions:
① What is one advantage of advertising? (It makes a product cheaper.)
② How many people might work together produce an ad? (Five)
Step 4. Scanning
Now get the students to read the text and answer the following questions on Wb Ex.1. Answer the questions with the class.
Step 5. Note making
Tell the students to read the text more carefully to find out the specific information. Answers: See SB Page 27.
Notes:
a. Buy space: technical term for buying part of a page in a newspaper for an advertisement.
b. Buy time: technical term for buying a period of time on TV for an advertisement (e.g. 15 seconds / 30 seconds/ 45 seconds/ I minute)
Main idea:
Para 1: the functions of advertising;
Para 2: the ways of advertising;
Paras 3-5: the making of advertising.
Step 6. Language points
1. Go hand in hand with: develop together, side by side.
hand in hand意為“手牽手，攜手，共同地”。例如：
They walked away hand in hand. 他們手拉手走開了。
War and misery go hand in hand. 戰(zhàn)爭與苦難永不分開。
▲hand構(gòu)成的介詞短語還有：
1）at hand在近處，在手邊。如：
The examinations are at hand. 考試即將舉行。
2）by hand手工做的。如：
The clothes are made by hand. 這種布是手工做的。
3）in hand在處理或處事中，在控制下。如：
I have 1000 yuan at hand. 我手頭還有1000元。
The work is in hand, but not finished. 這工作在進(jìn)行中，但沒完成。
4）out of hand難控制，無紀(jì)律，無法約束。如：
The children have got out of hand. 孩子們變得難以管教了。
5）hand up舉起手來，舉手。如：
Hands up, or I shoot. 舉起手來，不然我要開槍了。
6）give a hand幫一下忙，give sb. a big hand向某人鼓掌。如：
I'm willing to give a hand at preparing the meal. 我愿幫忙做飯。
Let's give the young singer a great/big hand. 讓我們鼓掌歡迎青年歌手。
【注意】英語中類似的短語有：face-to-face（面對面），mouth-to-mouth（口對口），arm in arm（臂挽臂），shoulder by shoulder（肩并肩）等。例如：
We'd better have a face-to-face interview with the famous scientist.
我們最好能當(dāng)面會見一下那位著名的科學(xué)家。
The best thing to start his breathing is to use the mouth-to-mouth way.
使他呼吸的最好的做法就是采用口對口的辦法。
2. Also present will be a person who thinks up an idea for an advertisement,…出席會議的還有廠告的策劃者……
此句是倒裝句，正常語序應(yīng)為：A person who thinks up an idea and a person who will buy space in newspapers or time on TV will also be present at the meeting.這樣行文顯得頭重腳輕，所以把謂語提前。
think up 想出。又如：
It is very difficult to do this, but I'll think up a plan. 做此事很難，但我會想出計劃。
I wish I could think up some ways of convincing them of their mistakes.
我但愿自己能想出使他們相信自己有錯的方法。
▲think out表示“精心想出，想清楚”（consider carefully and make a plan for）。如：
We should do nothing until we have thought out a plan. 想出一個方案之前，先別干。
【注意】think over也有“仔細(xì)思考”之意，它與 think up和 think out不同，前者只著重于思考，不涉及結(jié)果，即只說明主語作了思考，而后者著重于表示結(jié)果，即是否想出了辦法、計劃等。試比較下列句子，體會這些詞組的差別：
We have thought carefully over your proposal of yesterday. 仔細(xì)考慮你昨天的建議。
Who can think out the solution to the problem? 誰能想出這問題的答案？
Delighted, the girls thought up many good ideas. 姑娘們一高興，想出很多好主意。
He would have to think up some good names for these designs. 想出些更好的名字。
See the Revision book on Page 177 (②)
4. try out試用，試驗。例如：
The idea seems good but it needs to be tried out.想法似乎很好，但是必須經(jīng)過試驗。
John was tried out in the marketing section before a decision was made about his future. 約翰先在銷售部試用，然后才決定是否被錄用。
The film studio wants to try out several of the new singers for the part.
電影制片廠要讓幾名新歌手先試一下這個角色。
▲try out與for連用時，有“參加……選拔”之意。例如：
Over fifty boys came to try out for the football team.
五十多個男孩來競爭參加足球隊。
Wilma and her college teammates also tried out for the relay race.
威爾瑪和她的大學(xué)同學(xué)還參加了接力賽的選拔賽。
(See revision book, Page 177 ③)
5. Isn't it time you made someone's life a bit easier? 你難道不早該讓某些人的生活過得輕松些了嗎？
“It's time＋（that）+主語+動詞過去式”意思是“早該是做……的時候了”。句型中的謂語動詞用過去式，是虛擬語氣的一種用法。如：
It's time you gave a reply to us. 是你該給我們回復(fù)的時候了。
It's time we ordered dinner. 是我們定購?fù)聿偷臅r候了。
And I think it's time they were taught a lesson. 該給他們教訓(xùn)的時候了。
I said that it was time we were setting out. 該我們動身的時候了。
▲It＋is/was time 后面還可接 for＋n. 或動詞不定式。如：
His talk was over; it was time for him to be off. 他的講話結(jié)束了。他該走了。
It is nearly time for breakfast. 是將近吃早飯的時候了。
▲It＋is/was high time＋that-clause意為現(xiàn)在是必須做某事的時候了，不能再等待了。John's suit was old and it was high time that he bought a new one.
約翰的衣服舊了，他早該買套新衣服了。
I think it is high time that Mr Li made up his mind. 我覺得李先生必須下決心。
5. DEPT.（department）部；CORP.（corporation）公司；P．O．BOX（post office box）郵政信箱。
縮略語常用于廣告、路標(biāo)中，以節(jié)省空間。又如：St.（street）街，mtn.（mountain）
Step 7. Simulation
SB P27, Part 3. Get the students to simulate the dialogue and the text and talk about how to produce and ad and how to make it more persuasive.
Step 8. Workbook
Get the students to do the wb exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 18 in the workbook.
(2) Revise the key points of this lesson.
Lesson 19 Advertising (2)
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Ask Ss to tell about 5 advertisements which they have seen recently.
Step 2. Presentation
Read the passage quickly to find the answer to this question:
What is one danger with selling your product abroad? (You must make sure that the translation is correct)
Step 3. Scanning
Tell the students to read the text carefully and answer the questions:
Why do people read advertisements? What mistake was made in the translation of the ad for hair cream? What mistake was made in the car ad?
Step 4. Language points
1. What makes a good advertisement? (= What makes an advertisement a good one?)
make 有條件成為
David will make a very good football player.
Cold tea makes a good drink in summer.
What makes a good translator? It must be true to the original, and clear and easy to understand.
2. partly because they are interesting.
Partly: not completely
What you said is partly true.
We are all partly to blame.
A partly-finished building.
3. often start with a question
start with = begin with
This book starts with a folk tale.
c.f. end up with 以……結(jié)束
His speech started with an interesting story and ended up with a burst of laughter.
end up / end in 以……結(jié)果而告終
The battle ended in victory.
We didn’t like it at first, but we ended up cheering.
4. because when translated it meant “X puts living things into dry hair.”
When translated = when it was translated
Your exercises must be handed in immediately when they are finished. (= when finished)
The shop assistant when she was spoken to (= when spoken to) did not make an answer. 那位營業(yè)員在別人同她說話時，沒有理睬。
5. its latest car
at the last moment
late later latter
latest last
the latest news / the latest storm
the last one
later adv.
See you later. / three days later
Latter adj.晚些的
In the latter years of his life he lived alone and never welcomed visitors.
6. The supermarket is crowded with shoppers. 超級市場里擠滿了購物者。shoppers 顧客，購物者。注意這個名詞是由動詞shop（購物）派生出來的。
7. All the problems are settled.所有的問題都解決了。
settle 解決，安排，確定
That's settled; we'll put an advertisement in the newspaper. 那就決定了；我們將在報上登廣告。
There is nothing settled. 什么事情也沒有解決。
5. blame / scold
(see the revision book on page 177 ⑤)
Step 5. Practice---- grammar revision
SB P28~29, Part 2~5, Tell the students to do the exercises about the past participle in groups and tell each other what is the function of the participle in each sentence. After they have finished, some eloquent students are asked to report to the rest of the class.
Step 6. Workbook
Workbook Lesson 19, Ex. 2~3. Get the students to do the two exercises and then check the answers with the students if time permits.
Homework
(1) Finish off the exercises of Lesson 19 in the workbook.
(2) Revise the grammar of past participle.
(3) Writing: the students are told to write a passage about ad or a piece of ad.
Lesson 20
Teaching procedures
Step 1. Revision
1. Check the homework exercises.
2. Revise the previous two lessons about advertisements.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 137 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions. ② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 5 with the students. Get the students to make up sentences using the useful expressions if time permits.
Step 4. English in use
SB P30, Part 2. Read the instructions and get students to tell each other what each picture mean and then translate them into Chinese. Answers: See P30.
Step 5. Writing
SB P30, Part 3. Read the instructions and tell the students to reply to the business letter. Assign the work as their homework.
Para 1 Introduction: He Xianlin’s letter
Para 2 Reply to her offer to sell the computer
Para 3 If interested, arrange a time.
If not interested, thank her.
Model:
Dear Ms He,
Thank you very much for your letter of August 3rd, and also for your offer to sell us your computer.
I have discussed the matter with our Head Teacher and can tell you that we would be interested in buying it from you. We would be happy to agree to your suggested price of 3,500 yuan.
A Saturday afternoon would be the best time for me to visit you and try out the machine. Would 2 p.m. on Saturday be convenient? Unless I hear from you, I shall come to your office on that day.
I look forward to meeting you then.
Yours sincerely,
Zhou Lin
Step 6. Workbook
Workbook Lesson 20. Ex. 1~3. Get the students to do the exercises and then check the answers with the students.
Homework
(1) Finish off the wb exercises of Lesson 20.
(2) Revise the key points of this unit.
(3) Writing: See Step 5.
過去分詞的句法作用
1．作定語
過去分詞作定語一般放在所修飾的名詞前，過去分詞短語作定語一般放在所修飾的名詞后，相當(dāng)于一個（從句謂語為被動語態(tài)的）定語從句。如：
Written English is different from spoken English. 書面英語和口頭英語不同。
Did you see the little boy dressed in a blue jacket? 你看見那穿藍(lán)色夾克衫的男孩嗎？（＝Did you see the little boy who was dressed in a blue jacket?）
▲過去分詞作定語一般表示被動的行為；有幾個不及物動詞的過去分詞作定語時，只有完成的意義而沒有被動的意義。而動詞的-ing形式作定語表示主動的、正在進(jìn)行的動作。如：
There is boiled water in the bottle. 瓶里有煮沸的水。
試比較： Boiling water is not fit to drink. 正在沸騰的水不宜飲用。
▲過去分詞（短語）作定語，表示的動作或者在謂語所表示的動作之前發(fā)生，或是沒有一定的時間性。如：
The letter posted today will probably reach him tomorrow.
今天寄出的信或許明天他能收到。
I hate to look through exercises written in pencil. 我討厭看鉛筆寫的作業(yè)。
▲如果指的動作此刻正在發(fā)生，或與謂語動作同時發(fā)生，可以用現(xiàn)在分詞的被動形式作定語。如果指的是未來動作，可以用動詞不定式的被動形式作定語。如：
The problem being discussed is of much importance. 正在討論的問題很重要。
You are invited to a party to be given at 7:00 p. m. Dec. 5. 請你參加將于十二月五日晚上七點舉行的晚會。
2．作表語
過去分詞作表語表示主語的特征或狀態(tài)，不表示主語的動作，不要把它和被動語態(tài)相混淆。系表結(jié)構(gòu)表示主語的特點或所處狀態(tài)，用一般時態(tài)較多，有時用完成時態(tài)，而被動語態(tài)的時態(tài)要和相應(yīng)主動語態(tài)一致，表示的是一個動作。如：
They both got married. 他倆都已結(jié)婚。（系表結(jié)構(gòu)）
We put some water into a bottle and did tests to see if it was polluted.
我們把水裝入瓶子，檢驗水是否被污染了。
▲某些表示心理感覺的動詞如 interest，excite，move，surprise，please，satisfy，worry，astonish，disappoint，delight等過去分詞作表語表示處于某種感覺，而現(xiàn)在分詞作表語表示使人產(chǎn)生某種感覺。如：
I am interested in travelling , but I'm often tired after/when I'm back from my travels. 我對旅行有興趣，但旅行后常感疲勞。（試比較：Travelling is interesting but tiring. 旅行有趣，但令人疲勞。）
3．作賓語補足語
過去分詞作賓語補足語，多用在感覺動詞see，hear，watch，find，notice，feel等以及使役動詞make，keep，get，have等后面，賓語是過去分詞表示的動作的對象，而動詞-ing形式作賓語補足語時，賓語是動詞-ing形式表示的動作的邏輯主語。如：
We heard the English song sung in the next room. 我們聽見有人在隔壁房間唱那首英語歌曲。
Can you make yourself understood in English? 你用英語能使別人理解嗎？
▲have/get＋n. /pron. +過去分詞有三種不同含義。
（1）表示請、讓、叫別人為自己做某事，強調(diào)主語的意志，其中have/get要重讀。
You must go and get that tooth filled.(＝Y(jié)ou must go and ask the dentist to fill that tooth. )你得去補牙。
（2）表示遭遇某種不快的事情，此時過去分詞要重讀。如：
She had her house damaged in the storm. (＝Something had happened to her house in the storm. )他的房屋在風(fēng)暴中遭到破壞。
（3）表示使完成某事，此事可以是別人完成的，也可以是自己完成的。此時過去分詞要重讀。如：
They are working hard to get autumn sowing done well.
他們努力使秋種進(jìn)行順利。
4．作狀語
過去分詞（短語）作狀語修飾謂語動詞表示的動作，表示時間、原因、條件、行為方式或伴隨狀況，相當(dāng)于相應(yīng)的狀語從句、并列謂語或并列句。如：
Compared with the developed countries, we still have a long way to go. (=If we are compared with the developed countries, we still have a long way to go.)
和發(fā)達(dá)國家相比，我們還有很大差距。
Absorbed in the work, he neglected food and sleep. (=He was absorbed in the work and neglected food and sleep. )他專心于工作，廢寢忘食。
典型例題分析
例1 單項選擇：
Now I think it's time you ______ to bed.
A．go B．will go C．must go D．went
分析 此題的正確答案是D（went），句型It is time sb. did sth. 中謂語動詞用過去式，意為是某人做某事的時候了，實際上是“現(xiàn)在做某事”。如：
Now then, children. It's time you were washed and dressed. 孩子們，是你們洗臉和穿衣的時候了。
例2 單項選擇：
He ______ a suggestion or two when he read a report from his men.
A．used to making B．was used to make
C．would make D．will make
分析 此題的正確答案是C（would make），would +動詞原形表示過去經(jīng)常的習(xí)慣性行為，和used to +動詞原形意義相近，但used to暗含現(xiàn)在已不如此。選項 A中 used to后接-ing形式不正確，應(yīng)接動詞原形；選項B中was used to后接動詞原形也不正確，應(yīng)用 was used to＋n. /pron. /-ing形式，選項D中用will與句中時間關(guān)系不合。如：
Often he would take a seat at the pack. 過去他總是坐在后面一個座位上。
例3 單項選擇：
Well ______ for his expert advice, he was able to help a great number of people with their affairs.
A．know B．known C．knowing D．knew
分析 此題的正確答案是B（known），過去分詞（短語）作狀語表示原因，其邏輯主語同句子主語，過去分詞短語Well known for his expert advice相當(dāng)于狀語從句 As he was well known for his expert advice. 其他幾個選項都不合題意。如：
Encouraged by the leading cadres, they continued their experiment. 由于受到領(lǐng)導(dǎo)干部的鼓勵，他們繼續(xù)進(jìn)行實驗。
例4 單句改錯：
The scientists tried on thousands of chemicals before they found the right one.
分析 此題中tried on應(yīng)改為 tried out，短語動詞try on意為“試穿（戴）”，賓語是“衣、帽、鞋”等。短語動詞try out意為“試用，試驗”，賓語是“某方法，某物”等，或“試試某人的能力”。如：
They are trying out a new teaching method. 他們正在試驗新教學(xué)方法。
I shan't know until you try me out. 你試試我的能力后我才知道。
例5 單句改錯：
Arriving at the station, we found the train going.
分析 此題中g(shù)oing應(yīng)改為gone，go的過去分詞形式gone作賓語補足語或表語，意為“不在”，“走了”，“沒有了”等。如：
When she found him gone and a note left for her，she knew it was up with him. 她發(fā)現(xiàn)他走了只留下一張便條，知道他倆關(guān)系結(jié)束了。
Now that he was really gone, she felt sorry. 既然他真的走了，她感到很遺憾。
高考真題選講
題1 The Olympic Games, ______ in 776 BC, did not include women until 1912. （97年高考題）
A．first playing B．to be first played C．first played D．to be first playing
分析 本題考查非謂語動詞的用法。
經(jīng)過分析得知 the Olympic Games與play之間是被動關(guān)系，故排除A項和D項。B項是不定式的被動式，表示“未來”的被動動作，故也排除。因此C項是正確答案，它相當(dāng)于一個非限制性定語從句 which was first played. 案選C。
題2 When I got back home I saw a message pinned to the door____“sorry to miss you; will call later. ”（99年高考題）
A．reed B．reads C．to read D．reading
分析 答案選D。本題考查現(xiàn)在分詞作賓語補足語，與其前的賓語構(gòu)成復(fù)合賓語。句中pinned to the door是過去分詞短語作后置定語修飾 message。類似表感覺的動詞如：find， hear， listen to， watch， notice等。例如：
I saw the pretty girl dancing in the park.
He suddenly felt the house shaking